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my pedagogical approach in teaching philosophy to explain how affective encounters in communitas between teacher and learners can expand personal understandings and imagine new meaningful possibilities ... Ƭeaching Philosophy as a Pedagogic Practice-ing: Are y ou the Ty pe of Person that Sa y s, “Everything Happens for a Reason”? Valerie Oved Giovanini 0 0 Valerie Oved Giovanini, Ph.D., is an
specific periods and topics of the philosophy of science. Thirty-five teachers attending a postgraduate teaching course with emphasis on the natural sciences at the Universidad del Norte (Barranquilla ... teachers maintain ‘eclectic’ epistemological perspectives on science; in this article, we test if such hypothesis holds when teachers’ ideas are ‘anchored’ in specific periods and topics of the philosophy of
University of Illinois, Urbana-Champaign Karen Keifer-Boyd, Professor of Art Education & Women’s Studies The Pennsylvania State University, United States Kristin Congdon, Professor Emerita, Philosophy ... Cueva & Carmiella Salzberg Zorzi Teaching Philosophy as a Pedagogic Practice-ing: Are you the Type of Person that Says, “Everything Happens for a Reason”? Valerie Oved Giovanini Harvesting a Blessing
-Manning, 2011) . Wahl (2011) argues that theatre education encourages students to form their philosophy of education, as their “theatrical disposition toward a critical self-analysis in preparation for ... emancipatory teachers” (p. 230), who can deploy a political dialogue of social injustice and become pedagogically competent to engage their future pupils in critical consciousness. Also, the study by
0 Valerie Oved Giovanini, Ph.D., is an independent scholar based in Los Angeles, California, and an affiliate faculty member at the Department of Philosophy, California State University , Northridge ... whose work mainly deals with critical questions in phenomenology, aesthetics, and feminist philosophy , USA 1 https://csun.academia.edu/ValerieGiovanini Alba Torres Robinat, M.A., is from Spain
Department of Philosophy, California State University, Northridge whose work mainly deals with critical questions in phenomenology, aesthetics, and feminist philosophy. Her doctoral research under the guidance ... . Her most recent work on alterity is published in Hypatia: A Journal in Feminist Philosophy and she was a contributing editor on the special issue of Free Associations titled “Aesthetic Subjects.” She
Karen Keifer-Boyd, Professor of Art Education & Women’s Studies The Pennsylvania State University, United States Kristin Congdon, Professor Emerita, Philosophy & Humanities University of Central Florida ... Virtual Work: Between Real and Imaginary Valeria Rocío Gonzales González Cueva & Carmiella Salzberg Zorzi Teaching Philosophy as a Pedagogic Practice-ing: Are you the Type of Person that Says, “Everything
multidisciplinary programs, and 4) increase academic credits in education courses and pedagogical practices— and the outcomes of 1387 B.Ed. in Philosophy students in the National Saber Pro test 2016-2018, in ... . Graduates of different programs —B.A. programs— must do a pedagogic course for being qualified to enter in the Educational Public Service. B.Ed. in Philosophy graduates are hired normally as professors of
Giovanini 0 0 Valerie Oved Giovanini, Ph.D., is an independent scholar based in Los Angeles, California, and an affiliate faculty member at the Department of Philosophy, California State University ... , Northridge whose work mainly deals with critical questions in phenomenology, aesthetics, and feminist philosophy , USA 1 https://csun.academia.edu/ValerieGiovanini The compassionate observations about art and
language of Expressive Arts into Teaching Philosophy as a Pedagogic Practice-ing: Are You the Type of Person that Says, “Everything Happens for a Reason”?, to understand and illustrate how pedagogical
by change since its inception. In Australia, its historical evolution has encompassed social, economic and political influences underpinned by the growing professionalisation of ECEC, changing familial ... truth, or domains of knowledge except on the basis of political conditions that are the very ground on which the subject, the domains of knowledge, and the relations with truth are formed’ (p.9). In ECEC
defines the right as the enjoyment, participation, and contribution of individuals, groups, and populations towards their civil, economic, political, social, and cultural development, in a manner that is ... place human rights at the center of global economic decision-making. The global COVID-19 pandemic and its associated economic, social, and political crises sharpen the necessity for international economic
, 2016) . This sees ever-tightening budgetary constraints under which ITE providers must operate (Burns et al., 2016) . This political milieu also sees an ‘evidence-based best practice paradigm’ with ... personal philosophy is that the safe, supportive learning environment is absolutely essential”. Further evidence included, “The way I actually think of these students is would I like my own child, or my
philosophy. Concerns like the experience of beauty or the possibility of establishing standards of artistic judgment were relegated to the “subjective” side of experience. One has but to look in today on ... various websites for departments of philosophy to see that most members of Anglophone departments are epistemologists-and those that are not, might as well be. Aesthetics itself has been turned into a
coupled by unyielding political and religious divisiveness, this curated special native way of being-presence-ing with one another. An alumni circle of the European Graduate School co-curated this
, 2018) . As such, awareness of EE as an educative philosophy holds much value to educators because it is often, knowingly and unknowingly, applicable to and used across many areas of education (e.g., see ... ‘giving pedagogy’ seems most efficient when not viewed as a model or framework only, but also as a philosophy or overarching pedagogy, similar to how Outdoor Education is an example of Experiential
personal, and political, by reclaiming and performing our unique stories, our intra-connected subjectivity—to remember our Self into the world.
book handy, just in case!). They would become lifelong learners--, after all this was all part of my newly developed teaching philosophy. Students began filtering into the room. “Who the “f” are you ... never mind a full year. I was completely speechless and told her there must be a mistake. She broke the news to me that someone with political connections got the other job, and if I wanted to get my foot
would have to abandon education theory derived from psychology, sociology, philosophy, and history and, instead, look to the evidence to determine ‘what works’ (Hargreaves, 1996, p. 8) . He maintained ... known as Neoliberalism (Connell, 2013) . The Neoliberal Agenda Neoliberalism quickly became the dominant global political discourse from the 1980s. Aided by the disintegration of the eastern communist
government. Engaging with some philosophy of education can assist educators to resist being seduced by notions such as ‘quality teaching’, ‘evidence-based’ practices and ‘impact’ and to exercise the ... ) and are not surrendered to the control of non-educators. Blake et al. (2000, p. xiii) identify that philosophy is usually avoided in discussions regarding quality, evidence-based approaches and
